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(i)Adequate budget to allow for expenditure on models, visual materials, acquisition of background information, etc.
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(ii)Secretarial staff for typing and administration
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(iii)Laboratory technicians
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(iv)Visual aid staff
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(v)All resources available to the industrialist viz: information library, telephone, typing, stationery, workspace, storage, etc.
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(vi)The active cooperation of academic and technical staff
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(vii)Flexibility in timetabling and room allocations
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(viii)Seminar members who will command the respect of the students and will readily adapt to role playing where necessary
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(ix)Studio masters who are totally committed to the group analysis method of teaching and are, therefore, willing to allot substantial proportions of their time to student consultation
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(x)A cooperative administrative staff.
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Silence 1 concerned the changing autobiographical, authorial ‘selves’ that lay behind it.
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Silence 2 concerned the unknown impact ‘Initial Encounters’ had upon Lower School and the subsequent careers of the teachers who had featured in it. To investigate this last year I managed to trace and interview some 60% of the staff (15 in total) who had featured in the original study.
The meeting mainly concentrated on the following issues:
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participation of the AUCC in public policy on higher education and research;
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problems facing the research community in Canada;
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the status of women in universities;
An important part of the conference was carried out in the form of workshops which had the following themes: ‐ the problems of changing growth rates;
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the nature and level of university research;
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international aspects of university operations;
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graduate education;
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the future of the community of scholars;
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the evaluation of performance in the university;
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continuing education.
The below article is based on papers presented at the meeting devoted to the international aspects of university operations in Canada. 相似文献
The meeting mainly concentrated on the following issues:
-
participation of the AUCC in public policy on higher education and research
-
problems facing the research community in Canada
-
the status of women in universities
An important part of the conference was cax'ried out in the form of workshops which had the following themes:
-
the problems of ahanging growth rates
-
the nature and level of university research
-
international aspects of university operations
-
graduate education
-
the future of the community of scholars
-
the evaluation of performance in the university
-
continuing education
The below article is based on papers presented at the meeting devoted to the international aspects of university operations in Canada.
The traditional role of universities throughout the world has always been to:
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safeguard and preserve knowledge
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impart and disseminate knowledge
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expand the frontiers of knowledge
To this list was recently added a fourth dimension, which, implicitely, has always existed, namely:
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to contribute to the cultural, social and economic development of society
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general information on the education system in Rumania
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teacher training in the utilization of educational media
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teacher training with a view to the improvement of teaching‐learning systems
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teacher training in the new information and communication technologies
First it was noted that three‐quarters of the teachers had in the past had some in‐service training. It consisted of self‐training, done especially by reading and fairly short courses, bearing essentially on knowledge of the main subject and on the methods and techniques of teaching.
More than two‐thirds of the sample knew about academic plans of training, though in most Académies it was the first year of their existence. Half of them enrolled for at least one of the proposed courses and 60% of these candidates were accepted.
After multidimensional analysis of the expectations of contents, five concepts of training can be identified:
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a traditional concept of didactic training, centred on the contents and methods of teaching, is widely shared by all the teachers;
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a concept based on the ‘modern’ contribution of didactics, the pupil‐teacher relation and collaboration inside the institution;
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a concept centred on pupils’ knowledge, external collaboration and innovation, (like the preceding one, this concept is shared above all by women, the young, vocational and general subjects teachers in the LEP);
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a concept centred on interests not directly linked to classroom activities but related to teaching. It is especially held by vocational teachers in the LEP.
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a concept centred on personal interests not directly linked to the teaching profession, especially held by men, the young, LEP teachers, auxiliary teachers and LEP teachers in technological teaching.
Teachers in the classical and modern upper secondary level and even more so the agrégé teachers are the ones who share the least in these concepts, except for the first one. 相似文献
The main points raised in discussions were as follows:
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the current situation and trends in tertiary education;
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the recognition of degrees and diplomas;
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the future existence of the Committee for Higher Education and Research;
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the current situation and trends in university research;
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the teaching of human rights;
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mobility of higher education staff and students;
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the future programme of the Committee.
The information presented below concentrates on some of the above points. 相似文献
The main points raised in discussions were as follows:
-
the current situation and trends in tertiary education;
-
the recognition of degrees and diplomas;
-
the future existence of the Committee for Higher Education and Research;
-
the current situation and trends in university research;
-
the teaching of human rights;
-
mobility of higher education staff and students;
-
the future programme of the Committee.
The information presented below concentrates on some of the above points. 相似文献
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first, the most important characteristics of the totalitarian educational system which influence current situations in many fields of education, eg.: teacher education and training, philosophy and practice of education, management of the educational system, etc.
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first, the most important characteristics of the totalitarian educational system which influence current situations in many fields of education, eg.: teacher education and training, philosophy and practice of education, management of the educational system, etc.
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second, hopes and expectations towards various institutions connected with early childhood education in a new political and social situation and in the time of implementation of free market rules which caused unfavourable phenomena in early childhood education, eg. closures of settings and increase of fees paid by parents who take children away for financial reasons,
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finally, I present my own image of early childhood setting as an institution supporting parents in fulfilling their educational and care duties and involving them in the growth process of a child.
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Men don’t talk. The participants indicated that men are reluctant to talk about health problems, including prostate cancer.
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Living with the reality of my situation and my choices. These prostate cancer patients found that they had difficult choices to make in regard to their treatment and that learning about the side effects of their cancer treatments did not prepare them for the reality of actually experiencing them.
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The struggle with emotions. The men in this study appeared to be very strong in regard to the cognitive aspects of their self‐directed learning in regard to their cancer but to struggle with their emotional responses.
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Watchful waiting. The men in this study indicated that once having been diagnosed with prostate cancer, the process of dealing with it is never over. Their learning involved coming to terms with this uncertainty.
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Can peer group decision‐making discussions, in a normal science lesson setting, help develop students’ personal reasoning in relation to conservation issues?
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Are there features common to high quality discussions about conservation which might be readily identified by classroom teachers?
‐ facilitating student learning;
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educational technology;
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improving teacher performance;
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assessing teaching effectiveness.
We give below information on some of the issues covered during this conference. (For information on CEPES participation at this meeting see page 31 in this issue.) 相似文献
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(1) an “active” role for television in the acquisition of teaching skills, e.g. in microteaching and other simulation exercises;
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(2) a more passive role in terms of television as a recorder of events, e.g. in interaction analysis and self‐evaluation;
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(3) collaborative ventures between media service units and other members of staff, e.g. in the production of programmes on learning packages
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Subject choice at Advanced level is largely felt to be freely made rather than enforced.
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Attitudes to wider courses are adverse rather than favourable.
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High ability pupils are relatively concentrated in specialist courses, particularly the Sciences.
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Many specialist pupils have a very wide range of achievement at Ordinary level.
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The more able pupils make earlier subject choice decisions than the weaker: Science specialists show earliest decision times.
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Subject choice is seen as easy rather than difficult by three‐fifths of the sample pupils, and by three‐quarters of Science specialists.
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Science subjects are perceived, by either sex, as more closely interrelated than Arts subjects.
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Mathematics is unusual in that it consistently attracts higher rates of dislike than other subjects, though four‐fifths of those taking it would still select it if a choice had to be made again.
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Definitions of ‘specialization’ need reconsideration.
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A.Drawbacks to attending evening classes
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(i) In the group of students investigated the main drawback to attending evening classes was item 3 (the rush to get to classes from work).
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(ii) The main difference among the students was in the importance attached to item 9 (domestic commitments), married students finding it as important as item 3.
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(iii) Choices made by students in different courses were fairly homogeneous, apart from the domestic courses. This seems to indicate that the factors making for wastage are not functions of the courses taken, so much as of age, sex, marital status, etc.
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B. Incentives to attending evening classes
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(i) The main incentive was item 1 (it will be useful in getting a better job).
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(ii) Items 2 (it will help in getting promotion in my present job) and 3 (it will be of general educational value) were ranked next in importance to item 1.
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(iii) Responses to the preferred items 1, 2, and 3 were relatively homogeneous when the data were arranged to isolate sex difference, marital status, and age.
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(iv) All courses except the domestic ones made similar choices in this question.
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(a) Cooperation among faculty members in university or college teacher education programmes to ensure consistency, continuity and a common set of goals for pre‐service teacher education. Some programmes have begun to emphasise the acquisition of competence in the use of cooperative learning methods.
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(b) Cooperation between universities and schools to enable novice and experienced teachers to practise cooperative learning in the classroom.
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(c) Cooperation among teachers in given schools to provide mutual support and assistance to maintain the long‐term use of cooperative learning.
Various programmes and projects reported in the relevant literature that have implemented these ideas are surveyed and discussed in this paper. 相似文献
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definition of distant studies
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the social image of the distant student (society's appreciation, acceptance etc.)
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the reasons behind the introduction of distant study
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students’ situation in this form of study
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planning and organization, of distant study courses
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functions of distant study courses
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interaction between tutors and students;
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construction of study materials for distant study;
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methods and media;
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research on and development of distant study.
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the future programme of the Committee.
Material is included on teachers' anticipations prior to being video‐recorded, and on their reactions after the session, which include their comments on personal presentation, on the anxiety of the experience and on their teaching.
The findings indicate that:
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first reactions to viewing the playback often include comment upon aspects of personal presentation (appearance, voice)
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relatively little comment is made about their teaching as such'(teachers may need a ‘language’ for describing and evaluating their teaching)
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steps need to be taken by staff developers to act supportively to reduce anxieties
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the recordings were thought by participating teachers to represent typical samples of their teaching.
Some 471 students of the teachers involved in the project completed a brief questionnaire and the largest single response supports the teachers' view that the recording was typical. 相似文献
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(a) both the mother and child were able to maintain a continuous communication sequence;
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(b) the mother structured both tasks, but structured the new task more, and allowed some flexibility in the old task;
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(c) the language used by the mother was ‘restricted';
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(d) in responding to her child's behaviour, the mother made more use of verbal cues and used fewer non‐verbal cues